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English Learner Strategies Reference Sheet

Integrated ELD


✓Includes language and content objectives
✓Addresses content standards and ELD standards

Scaffolding Strategies for English Learners

1. Collaborative Grouping & Discussion
a. Sentence starters
b. Collaborative grouping (pairs, triads, groups)
c. Accountable group discussion and work
d. Teacher “moves” that encourage language production


2. Access to Core Content
a. Frequent checking for understanding
b. Building background knowledge
c. Graphic organizers
d. Visuals, videos, realia
e. Modified texts/texts in primary language
f. Modified assignments that scaffold language


3. Vocabulary and Language Development
a. Vocabulary strategies that foster student ownership of words
b. Oral and written tasks require the use of academic vocabulary as well as academic forms and functions
that have been explicitly taught
c. Activities foster metalinguistic awareness and language choice


4. Scaffolded Writing
a. Clear prompt and explicit instructions
b. Rubrics* and exemplars
c. Discussions that bridge oral language to writing
d. Graphic organizers
e. Sentence starters and paragraph frames
*Should include criteria focused on language






English Learner Strategies Reference Sheet

Designated ELD

✓Includes language objectives
✓Addresses ELD standards
✓Student output (especially speaking) constitutes the majority of most lessons

Language Development Strategies

1. Building INTO the content with a focus on language output:

a. Access or build background knowledge by pre-teaching key concepts, vocabulary and forms
b. Preview texts and content through graphic organizers, visuals, realia and videos


2. Building FROM the content with a focus on language output:
a. Provide opportunities for English learners to access, review, rehearse, and repair understanding
of content through oral and written practice using key vocabulary and forms through activities
such as:
Sequencing a story, concept or event
Summarizing a story, an event or an experiment

Participating in structured academic discussions, using key content-area vocabulary as well as functions
and forms


3. Addressing language needs:

a. Explicit instruction in forms and functions and use of sentence frames
b. Sentence play such as expanding and condensing sentences
c. Pronunciation practice, chants, songs, rimes, poems, tongue twisters
d. Teaching of idioms, figurative language
e. Student discuss rigorous topics using academic language